Methodology, measurement and data

Career and technical education (CTE) has existed in the United States for over a century, and only in recent years have there been opportunities to assess the causal impact of participating in these programs while in high school. To date, no work has assessed whether the relative costs of these… more →

Schools often track students to classes based on ability. Proponents of tracking argue it is a low-cost tool to improve learning since instruction is more effective when students are more homogeneous, while opponents argue it exacerbates initial differences in opportunities without strong… more →

Using daily lunch transaction data from NYC public schools, I determine which students frequently stand next to one another in the lunch line. I use this `revealed' friendship network to estimate academic peer effects in elementary school classrooms, improving on previous work by defining not… more →

Reclassification can be an important juncture in the academic experience of English Learners (ELs). Literature has explored the potential for reclassification to influence academic outcomes like achievement, yet its impact on social-emotional learning (SEL) skills, which are as malleable and… more →

Responsive teaching is a highly effective strategy that promotes student learning. In math classrooms, teachers might funnel students towards a normative answer or focus students to reflect on their own thinking, deepening their understanding of math concepts. When teachers focus, they treat… more →

Graduate education is among the fastest growing segments of the U.S. higher educational system. This paper provides up-to-date causal evidence on labor market returns to Master’s degrees and examines heterogeneity in the returns by field area, student demographics and initial labor market… more →

School principals are viewed as critical actors to improve student outcomes, but there remain important methodological questions about how to measure principals’ effects. We propose a framework for measuring principals’ contributions to student outcomes and apply it empirically using data from… more →

Analyses that reveal how treatment effects vary allow researchers, practitioners, and policymakers to better understand the efficacy of educational interventions. In practice, however, standard statistical methods for addressing Heterogeneous Treatment Effects (HTE) fail to address the HTE that… more →

After near-universal school closures in the United States at the start of the pandemic, lawmakers and educational leaders made plans for when and how to reopen schools for the 2020-21 school year. Educational researchers quickly assessed how a range of public health, political, and demographic… more →

Teachers’ sense-making of student behavior determines whether students get in trouble and are formally disciplined.

What happens when employers screen their employees but only observe a subset of output? We specify a model with heterogeneous employees and show that their response to the screening affects output in both the probationary period and the post-probationary period. The post-probationary impact is… more →

Given recent evidence challenging the replicability of results in the social and behavioral sciences, critical questions have been raised about appropriate measures for determining replication success in comparing effect estimates across studies. At issue is the fact that… more →

Teachers are the most important school-specific factor in student learning. Yet, little evidence exists linking teacher professional development programs and the strategies or activities that comprise them to student achievement. In this paper, we examine a fellowship model for professional… more →

How scholars name different racial groups has powerful salience for understanding what researchers study. We explored how education researchers used racial terminology in recently published, high-profile, peer-reviewed studies. Our sample included all original empirical studies published in the… more →

We design a commitment contract for college students, "Study More Tomorrow," and conduct a randomized control trial testing a model of its demand. The contract commits students to attend peer tutoring if their midterm grade falls below a pre-specified threshold. The contract carries a financial… more →

A significant share of education and development research uses data collected by workers called “enumerators.” It is well-documented that “enumerator effects”—or inconsistent practices between the individual people who administer measurement tools— can be a key source of error in survey data… more →

Despite policy relevance, longer-term evaluations of educational interventions are relatively rare. A common approach to this problem has been to rely on longitudinal research to determine targets for intervention by looking at the correlation between children’s early skills (e.g., preschool… more →

This study introduces the signal weighted teacher value-added model (SW VAM), a value-added model that weights student-level observations based on each student’s capacity to signal their assigned teacher’s quality. Specifically, the model leverages the repeated appearance of a given student to… more →

This paper introduces a new measure of the labor markets served by colleges and universities across the United States. About 50 percent of recent college graduates are living and working in the metro area nearest the institution they attended, with this figure climbing to 67 percent in-… more →

Interactive, text message-based advising programs have become an increasingly common strategy to support college access and success for underrepresented student populations. Despite the proliferation of these programs, we know relatively little about how students engage in these text-based… more →